Perceptions of efficacy of training in compensatory math skills among teachers of students with visual impairments

Students with visual impairments who read Braille require instruction in unique compensatory skills, known as the Expanded Core Curriculum, in order to access the core curriculum and develop appropriate functional skills. Mathematics instruction for students who read Braille should include effective instruction in several math-related compensatory skills. Instruction in these skills is the responsibility of the teacher of students with visual impairments.

Current research does not appear to have addressed the achievement in mathematics of students who read Braille. Historically, studies repeatedly revealed deficits in computation and other mathematics skills among students who read Braille. Teachers of students with visual impairments may receive teacher certification through several routes, especially by completing a university-based program or by completing an alternative certification program.

This study compared the perceptions of certified teachers of students with visual impairments in Texas, who completed their training through different types of programs, of the efficacy of their training programs in preparing them to teach a selection of eighteen compensatory skills in the area of mathematics to their students who read Braille. In addition, the study investigated the teachers' perceptions of their current readiness to teach these same skills to their students who read Braille. Both descriptive and analytical data were reported.